Result demonstration technique-history, philosophy
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Result demonstration technique—history, philosophy, and
contemporary nature1
Ben U. Kittrell 2
ABSTRACT in farming in 1865 today has approximately 4% in
that occupation. The fact that the people of the
The history, philosophy, and contemporary nature
of the result demonstration is presented. Its im-
United States are the best fed and best clothed in
portance to an agronomic educational program in the the world with only a small percent of its popula-
Cooperative Extension Service is shown. This educa- tion producing the food and fiber attests to the
tional technique has undergone some changes since it phenomenal efficiency of the American farmer.
was first used in 1903; however, it still remains one of What was the prime mover in developing such an
the best educational tools of the Extension worker in efficient system of agriculture? It was, without
an agronomic program.
doubt, the education of the American farmer, an
Additional index words: Adoption process. Co- education based upon agricultural research. At the
operative Extension Service, On-farm test. heart of this educational movement in American
agriculture lies the result demonstration technique
What a man hears, he may doubt; for carrying the results of the research scientist to
What he sees, he may possibly doubt;
But what he does himself, he cannot doubt.
Paper number 138 of the Journal Series of the North
Dr. Seaman A. Knapp
Carolina State University Agricultural Extension Service,
r
I ^HE United States has developed the most ef- Raleigh, North Carolina.
2
Extension Agronomy Specialist, Department of Crop
ficient agricultural system ever known to man- Science, North Carolina State University, Raleigh, NC
kind. A nation with 65% of its population engaged 27607.JOURNAL OF AGRONOMIC EDUCATION, VOL. 3, DECEMBER1974 91
the farmer. Today, the result demonstration is still fluencing farmers to change their practices. It did
a viable educational technique employed in an prove to Dr. Knapp that farmers generally would
agronomic educational program designed to bring not change their practices by observing what could
about desired changes in adult farmers. be done on farms operated at government expense.
The purpose of this paper is to present an over- It was the boll weevil crises of 1902 that caused
view of the use of the result demonstration tech- great loss to Texas cotton growers and set the stage
nique-its history, philosophy, and contemporary for launching Dr. Knapp’s plan of cooperative
nature as it is used in an agronomic educational demonstration work. After one of his speeches in
program. Terrell, Texas, several growers met with Dr. Knapp
and requested a demonstration be set up on a farm
HISTORICAL DEVELOPMENT in their vicinity. Dr. Knapp agreed to work with
them and the townspeople raised $1,000 to insure
Dr. Seaman A. Knapp is credited with the first against any loss that might occur from the new
use of the demonstration method as a means of in- methods tried. The farm of Walter C. Porter was
fluencing the adoption of new farm practices. Dr. selected.
Knapp was educated in New England as a teacher The practices prescribed by Dr. Knapp consisted
and became interested in agriculture when he only of those that were already being done by the
moved to Iowa where he farmed and then taught best farmers. Although the season of 1903 was be-
agriculture at Iowa State College of Agriculture. He low average, Mr. Porter announced that he had
later became President of that institution. made $700 more profit with the new practices of
In 1885, Dr. Knapp accepted a position as As- Dr. Knapp than if he had used the methods of
sistant Manager of the North American Land and which he was accustomed. It was further apparent
Timber Company and moved to Louisiana where that the demonstration was highly successful when
the company had purchased some 607,500 ha of the results were compared with those of the sur-
land. His job was twofold: 1) to determine what rounding farms where the recommended methods
crops could be grown there, and 2) to assist in at- had not been used. Mr. Porter announced that he
tracting settlers to that region. A problem arose would use these recommended practices on all of
when the natives of the region, being livestock men, his 324 ha the next year and many nearby farm
told the potential settlers that the land was not owners that had witnessed the demonstration de-
good for farming. This was contrary to Dr. Knapp’s cided that they, too, would use these practices on
opinion. their farms.
In desperation, Dr. Knapp decided to demon- Sparked by this great interest in the demonstra-
strate what could be accomplished with the land. tion work and its effects on farmers, a congression-
By giving large concessions to prospective settlers, al bill called the Smith-Lever Act was passed in
he persuaded several western farmers to stay and do 1914. This bill called for, amongother things, "giv-
the best that they could. He placed one of the c0- ing instruction and practical demonstrations in agri-
operative growers in each of the townships to culture and home economics" (3). The act set up
demonstrate what could be accomplished. After unique program of agricultural education, funded
they had become settled and successful in their by federal, state, and local governments and ad-
farming operations, he brought the potential settlers ministered through the land grant college system in
to visit them. He was thus able to overcome the each state. The spirit of this new law was founded
prejudices against the farming potential of the land on the principles developed by Dr. Knapp in his
held by the natives of the area. demonstration work. These principles had such a
In 1901, the USDAbecame interested in com- profound influence that organized groups argued
bating the one-crop system of cotton (Gossypium that three-fourths of the federal funds should go to
hirsutum L.) production in the South. After learn- actual demonstration work. One such group was
ing of the success of Dr. Knapp in Louisiana, a num- the Soil Fertility League which consisted of such
ber of farms were established at government ex- members as President Taft, James J. Hill of the
pense to demonstrate the possibilities of diversified Great Northern Railroad, and William Jennings
farming. Dr. Knapp was hired and placed in charge Bryan (6). The act set forth appropriations to pro-
of three of these farms. This venture by the govern- vide an agent in each county to provide this prac-
ment proved to be a complete failure so far as in- tical help through the demonstration technique.92 KITTRELL: RESULT DEMONSTRATION TECHNIQUE
This act set forth the Cooperative Extension Serv- tations" which is "the personal influence of one
ice which is today the largest adult education or- human being upon another." He further states that
ganization in the world. research findings by rural sociologists show that
friends and neighbors are an important source in
PHI LOSOPHY the diffusion of farm practices. This is especially
true during the evaluation and trial stages of the
Gilbertson and Gallup (3) have defined a result adoption process.
demonstration as: The result demonstration technique has been
used rather extensively by the Cooperative Ex-
A demonstration conducted by a farmer, home- tension Service since its inception. However,
maker, or other person under the direct supervision of studies have shown that programs in agronomy
an extension worker to prove the advantages of a lend themselves to this method of teaching much
recommendedpractice or combination of practices.
more so than those in areas involving livestock,
It involves careful planning, a substantial period of
time, adequate records and comparisonof results. It marketing, foods, nutrition, clothing, and health
is designed to teach others in addition to the person (1). In a good agronomic program, the demonstra-
who conducted the demonstration. tion is used as the "hub" around which the overall
program is based. However, this does not mean
Dr. Knapp found the influential power of the that the demonstration is the entire program.
demonstration method in his Louisiana venture of Studies have shown that to be most effective several
enticing settlers to farm a new and unknown land. different teaching methods must be used (7). These
However, when this method was utilized by the must be interrelated to obtain the maximumadop-
government it proved to be a failure. Even with the tion of the recommended practices. Thus the
demonstrations under the supervision of Dr. Knapp, demonstration can be used locally as a source of
growers would not adopt the new practices that local information for tours, news articles, circulars,
were demonstrated at government expense. This meetings, radio and television programs, and other
convinced him that some means other than the use teaching methods. In addition, state and area Ex-
of publicly owned land must be used if growers tension Specialists can use the summarized data
were to overcome their skepticism and begin to from several counties to develop an educational
adopt the new practices. program on an area or statewide basis.
It was after the first successful demonstration In addition to providing a source of local in-
conducted on the Porter farm at Terrell that Dr. formation, the demonstration can provide the Ex-
Knapp knew he had found the key to making his tension Agent with the confidence he needs to pro-
educational approach work. It was this approach mote the adoption of the information learned. It
that led him to say in a later speech: "What a man also builds the confidence of the cooperating grow-
hears he may doubt; what he sees he may possibly er, in himself as well as the Cooperative Extension
doubt; what he does for himself, he cannot doubt" Service.
(2). The demonstration must remain as an education-
Dr. Knapp found that not only did the demon- al tool and never become just a data gathering tech-
strations influence the cooperator, but most im- nique. It should be based on sound research find-
portant was its influence on other farmers in the ings or practices that have been proven to be sound.
community who witnessed the demonstration or The objectives should be educational objectives
talked with the cooperator. In one of Dr. Knapp’s and not agronomic. The intended audience, in
later speeches he said: "No further argument is which the demonstration is to bring about change,
necessary after the demonstrations have been made. should be identified; this audience will usually in-
Facts do the talking" [See S. A. McMillan, Lurline clude: 1) the grower, 2) other growers in the com-
Collier, and Esther Martin, 1936. Carryir/g the com- munity and surrounding area, 3) the agribusiness
plete farm and farm-home demonstration to the community, and 4) Extension personnel working
farm and farm home. Symp. Regional Conf. S. with the demonstration (A. Perry, 1971. Demon-
States (Houston, Texas), Mimeo.]. strations in an oilseeds educational program. Paper
Bailey (1) states that this phenomenonis "similar presented at S. Extension Agron. Workshop, Lub-
to Gabriel de Tarde’s theory of the instinct of imi- bock, Texas.).JOURNAL OF AGRONOMIC EDUCATION, VOL. 3, DECEMBER 1974 93
CONTEMPORARYNATURE The All-Practice Demonstration
The all-practice demonstration has been used
More than 70 years have passed since Dr. Knapp very successfully in many crops throughout the
set up his first successful demonstration. Today it United States. The objectives of this type of
is still the basic tool used by Extension Agents in- demonstration is to bring together all the recom-
volved in an agronomic program. mended practices to be used for a particular crop.
Changes have been made in the way the demon- It has the advantage over the one-practice demon-
strations are conducted; however, the principle of stration in that it puts together all practices known
learning by doing remains the same as it was on the to give the maximum return to the grower. Many
Porter farm in Terrell in 1903. Some demonstra- growers may have used one or two recommended
tions have become sophisticated tests and some practices, but the all-practice demonstration would
have been developed to illustrate one idea or princi- give them a chance to see the whole package put
ple. Others use a combination of practices in one together. This type of demonstration is excellent
crop or use the whole farm much as Dr. Knapp first in persuading growers to put to use all available
used. The educational objectives are still the same. knowledge for a particular crop. One of its limita-
tions is that it is hard to measure the actual yield
effects since it is compared to what the grower has
The Test Demonstration Farm
been doing or against the grower’s regular crop
which may have involved some of the practices
The Test Demonstration Farm Program which that are in the demonstration.
has been in effect for many years emphasizes the
teaching of farm management principles and en- The On-Farm Test
courages the adoption and efficient use of improved
A more sophisticated approach to the demon-
technology. The program is jointly sponsored by
stration technique that is becoming more popular
the Tennessee Valley Authority and the State Agri-
today is called the on-farm test. This approach still
cultural Extension Service. Joint programs such as
these have been conducted in 28 states. This type uses the fundamental principles of the demonstra-
tion method but the results are more reliable. This
of program is long-range in that the program con-
tinues on the same farm for 6 to 10 years and is de- type of demonstration uses a scientific experiment-
signed so that Extension Agents can establish whole- al design so that results can be statistically analyzed.
farm demonstrations which serve as examples for Tests are designed within the demonstration to
others in developing a successful farm business. analyze one practice; but with several different
This approach provides the information needed to treatments; then the grower is better able to make
solve problems in economics and production that up his mind as to the treatment that will give him
are needed by commercial farms (4, 5). the highest net returns under his farm conditions.
These type of demonstrations are kept simple by
only using a limited number of treatments in the
The Demonstration of One Practice test design. By proper identification of the treat-
ments involved, growers in the community are able
Demonstrations which emphasized only one to visit the demonstration and observe the treat-
practice have been used extensively in agronomy. ments throughout the growing season. This meth-
These demonstrations are simple in design and easy od gives an opportunity under controlled condi-
to adapt to any farm where the conditions are suit- tions to try new ideas such as chemicals, fertilizers,
able for such a demonstration. The objectives may practices, etc., before they are available for grower
be to measure only one practice, such as liming use. Growers have a chance to evaluate these new
versus no lime or the recommendedrate of fertilizer ideas under grower conditions prior to trying them
versus no fertilizer. With this simple type of demon- on their farms. This approach also provides an ex-
stration many tests could be established within a cellent opportunity for growers, agribusiness per-
county and the results could easily be obtained. sonnel and Extension personnel to work together;
They could also be moved to new locations the they are thus better equipped to serve the grower
next year if necessary or desired. through this new knowledge that is developed.94 KITTRELL: RESULT DEMONSTRATION TECHNIQUE
An example of the use of the on-farm test tech- and Latin America. In Kenya the demonstration is
nique can be cited from my experience with an considered the center of the Extension Service's
agronomic tobacco (Nicotiana tobacum L.) pro- methodology. Originally, the plan was to have a
gram in North Carolina. In this program more than demonstration within walking distance of every
100 replicated tests are conducted each year under farmer. In 1965 there were 5,000 demonstrations
the supervision of County Extension Agents. Co- located on typical farms throughout the country.
operating growers are selected by the agents. In all cases the farmer, rather than the outside ex-
Extension Agronomy Specialists from North Caro- pert, did most of the talking at field days and
lina State University provide the type of tests public meetings. Other means of communication
to be conducted and offer assistance in estab- are used in Kenya as in other countries to reach the
lishing the test in the counties. The Extension masses. However, it is the farm demonstration that
Agent in each county chooses the type of tests remains the most persuasive device.
which will best provide benefits for the growers of
his county. The results of these tests are written
by the Extension Specialists each year in a publica- CONCLUSION
tion and distributed to growers throughout the
state through the County Extension Agent's office.
Television programs, weekly radio programs, and The demonstration method is still applicable to-
magazine and newspaper articles on a statewide day in developing agronomic programs for farmers.
basis all reflect the results obtained from these on- It is important that the educational objectives be
farm tests. In addition to the statewide program, paramount when developing these programs. Much
each Extension Agent is able to use these tests in information can be gleaned from this educational
developing tours during the growing season. He technique but it must be combined and interrelated
also uses the results of the tests to provide the with many other methods to obtain the maximum
foundation for educational meetings, radio pro- and quickest adoption of those practices which
grams, newspaper articles, etc., in his own county. prove to be successful to the grower's operation.
Use in Developing Countries
Dr. Knapp's successful technique of educating
American growers has been used with much success
with small farms in developing countries (8). A
noted example is the Puebla Project of Mexico.
There, with the aid of demonstration plots on typi-
cal small farms, the native growers were able to ob-
serve as much as a fourfold increase in yields of
maize (Zea mays L.) with improved practices. The
demonstration cooperators were selected by the
native growers in a village. This helped other farm-
ers relate to the demonstrational plots which were
grown in close proximity to their own farms. The
results proved that even though they are skeptical
of change, the small, marginal farmers burdened
with poverty will usually adopt practices within 2
or 3 years when they understand the reasons for
the change.
The demonstration technique has proved to work
as effectively in Africa as it has in the United StatesYou can also read
